Introduction: Burnout is a real malaise that affects the mental health of teachers. The objective is to determine the prevalence of burnout among primary school teachers in the Wazzane region and to look for associated risk factors. Methods: Descriptive crosssectional study conducted in 2017-2018 with a sample of 330 teachers. Socio-demographic and work-related data were assessed by a self-administered questionnaire and the Karasek Job Content Questionnaire (JCQ) the Karasek, the burnout by the Maslach Burnout Inventory (MBI). Results: 330 teachers participated in the study with a male predominance of 62.4% and an average age of 38.4 (SD = 8.9). The average scores for emotional exhaustion, depersonalization and personal accomplishment were (21.8 ± 9.2); (14.1 ± 9.9) and (15.1 ± 8.4) respectively. Pathologically, emotional exhaustion was high in 23.9%, depersonalization was high in 24.2% and personal accomplishment was low in 26.1% of participants. 46.6% were victims of burnout, of which 23.9% had a low level; 14.2% had a moderate level and 8.5% had severe burnout. Logistic regression analysis showed that the predictors of burnout were female gender (p<0.01), Problems of equipment didactic (p<0.01), student demotivation (p<0.05), conflict with colleagues (p<0.05), work overload (p<0.01) and low decision-making autonomy (p<0.01).Conclusion: These results justify the interest of a prevention program and intervention at different levels to protect teachers.